Level of Artificial Intelligence Integration in the Learning Activities of Secondary School Students

Abstract

Artificial Intelligence (AI) has increasingly become an integral component of contemporary education, influencing how students access information, engage with learning materials, and develop academic competencies. The present study aimed to examine the level of Artificial Intelligence integration in the learning activities of secondary school students. A descriptive survey method was employed on a sample of 800 Class IX students drawn from government and private secondary schools of Bilaspur district, Chhattisgarh, India. Data were collected using the Artificial Intelligence Scale (AIS–BSQHS) developed by Samreen Beig and Syed Hasan Qasim. Descriptive statistical techniques such as mean, standard deviation, frequency, and percentage were used for analysis. The findings revealed that the majority of students demonstrated moderate levels of AI integration, with a substantial proportion falling in the Average, Above Average, and High categories, while relatively few students exhibited very low or extremely high levels. The results indicate that AI-based tools are being used in learning but have not yet reached optimal integration. The study highlights the need for structured guidance, digital literacy training, and equitable access to technological resources to enhance effective AI use in secondary education.